摘要
PBL作为基于问题的学习,其理论基础的核心是建构主义。教育目标的调整无可争辩地会涉及到对教师素质的重新界定,在PBL教学模式下,教师不再是传统教学模式下的"传道者"和"授业者",而是"医学生知识建构的促进者"、"医疗人才类型改革的参与者",这二者是PBL教学模式下医学院校教师应具备的基本素质。
PBL works as a method based on problems, and its theory essence is the constructivism. With the adjustment of the educational aim, the definition of faculty quality need change correspondingly. Under PBL medical education mode, ＂faculty＂ is no longer defined as the traditional ＂teacher＂, but as the promoter of medical knowledge for students and the participants of medical type reform. These two are the main characters of PBL medical faculty.
出处
《医学教育探索》
2008年第11期1143-1145,共3页
Researches in Medical Education
